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TEACHER EDUCATION PROGRAM

ICT IN PHYSICS CURRICULUM FRAMEWORK

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Physics for Secondary Teacher Education An Agreed Framework

Final Draft

All secondary school teachers of physics should have a sound knowledge of their subject appropriate to teach at that level and an appropriate pedagogy to enable them to foster an understanding and enthusiasm for physics in their pupils.

The development of Information and Communication Technologies (ICTs) offers new opportunities. ICTs may be used to reach out to students who might be remote from a traditional teacher training institution and who would not otherwise be able to learn to become teachers. ICTs also enable one to teach physics in a different and exciting way.

Following a detailed consideration of the topics that are needed to be studied in physics, the subject content has been grouped into 14 modules. These modules have relevance and internal coherence. In this way what should be learnt is set out with clear learning objectives for each topic. All modules have been constructed to a common frame and will take a student approximately the same time of 60 total study hours to complete.

Frame for each module:

Introduction and Module Aims Suggested

use of ICT in

all topics

Topic ATopic BTopic CTopic DTopic E

Teaching School Physics with ICTHands-on Practical work

Each Module has:• An Introduction and Aims setting the rationale for the module• Usually 6 topics, which together form a coherent area of physics.• Clear learning objectives for each topic• Suggestions for the use of ICT methods for each topic

In addition

• Activities for each topic which engage the learner should be authored• Self-assessment questions for each topic to support learning should be included• Topics covering the specific pedagogy of teaching School Physics using ICT could be

linked to a module or be taught as a separate ‘block’ where it could form part of a stand-alone course for in-service teachers. Such a module is being planned by the ICT Group.

• Suggested hands-on practical work (where appropriate) could be linked to each module for integration or be taught as a separate ‘block’ (for example at a residential school) if routine access to laboratories is difficult for the student. See Appendix A for some indicative examples.

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The on-line learning environment is flexible so modules could be studied in any order and indeed new modules could be configured from the constituent topic elements (See Appendix C). However a set of modules is suggested which will cover the common physics subject requirements of all participating countries. To apply the standard framework, some areas of physics have been split into two - and if so the first module in the couple should be studied before the second. Partner Institutions (PI) will wish to ascribe their own levels and study order to each module according to their usual approval systems. The following list therefore is not a suggested teaching sequence.

Modules

1 Mechanics 12 Mechanics 23 Fluid mechanics4 Waves and Optics5 Properties of Matter6 Thermal Physics7 Electricity and Magnetism 18 Electricity and Magnetism 29 Atomic Physics10 Nuclear Physics11 Mathematical Physics 112 Mathematical Physics 213 Quantum Mechanics14 Solid State Physics 15 Electronics(The following two modules are cross-cuttings; There are common to all subjects)16 Concepts of general education 17 Learning assessment

Module authors might wish to priorities the writing of the modules as follows:

A Mechanics 1B Waves and OpticsC Properties of MatterD Thermal PhysicsE Electricity and Magnetism 1F Atomic PhysicsG Nuclear PhysicsH Mathematical Physics1I Mechanics 2J Electricity and Magnetism 2K Mathematical Physics 2L Quantum MechanicsM Solid State PhysicsN Electronics

All topics should exploit fully the appropriate use of ICT for teaching and learning physics. Possible uses of ICT have been suggested. How the students experience ICT will influence their subsequent teaching strategies in the classroom and therefore the students’ own experience of ICT when studying the modules should be a model of good practice.

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AssessmentAssessment of the student at the topic level is done by a range of informal (self assessment) techniques (such as on-line tests) and through continual assessment opportunities. Formal summative assessment will be at the module level. In developing an assessment policy:

Responsibility for assessment and certification rests with the Partner Institution (PI) Care should be taken to keep the assessment burden to a minimum to encourage

retention rates and high numbers to enter teaching Consideration should be given to the purpose of formative and summative assessment

when selecting assessment methods Consideration should be given to the potential high cost of multiple assessments

Learner SupportIt is important to ensure that the ‘human’ requirements complement the use of new technologies. It is possible to supplement on-line work with the face to face support offered in the following possible contexts:

External centres in a bilateral relationship with the PI Schools which can support the teacher’s endeavours Advice from other participating teachers locally (and particularly on-line conferencing both

synchronous and asynchronous) Technologies such as mobile phones can link student to students and student to tutors Use a web-page as a ‘bulletin board’ to help with information and sharing news and to

facilitate the formation of mail groups

It is important to identify local support opportunities and also consider ‘training the trainers’ so that they can facilitate work done on the programme.

Quality AssuranceThe quality of the on-line ODeL materials can be assured by enacting the following principles:

The physics teacher education framework is agreed by the participating institutions All modules are authored to the agreed framework First drafts of the modules are critically read within the authoring team Later drafts are critically read by selected members of the physics group Developmental testing (pilot testing) of key elements of both the on-line environment and of

the first set of modules by student teachers should inform the final versions.

Writing principles for module authors

When writing the modules, authors should take into account the following:

Intended Outcomes of those completing the programme A teacher completing the programme should have a secure knowledge of physics

appropriate for teaching at school level A teacher completing the programme should have the pedagogic skills to be able to

effectively facilitate the learning of secondary school physics, especially using ICTs, partly through experiencing effective teaching of modules themselves.

Issues to be dealt with before the start of teaching the new physics content Consider how to address common errors and misconceptions Clarify the purpose of the new content. Ensure issues of equality are covered e.g. gender issues, names.

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Give students opportunities to consider the physics being taught through a number of different contexts and examples which are meaningful to the students

Content Design Decide in what order the ideas in each topic will be covered. At each stage be aware of and take account of what knowledge is being assumed Write on-line materials using a ‘conversational style’ to engage the learner Use past vocabulary and experiences as a bridge to new ideas Include appropriate self-assessment questions and problems Include appropriate use of ICT tools which mirror and extend what the teacher could do in

school

Specific ODeL Issues to be considered by authors

Improved access to materials Instantly updateable course materials Better access to new references The AVU digital library, free web sources, e-journals. ICT used to improve the clarity of presentation of the subject. CD Rom/DVD etc. as a delivery mechanism for video and audio teaching as well as course

materials.

Improved Communications Handling of assignments and tutorial support by e-mail and conferencing. Immediate correction of errors (esp. in exams)

ICT to support physics educationSpecific physics support software

Crocodile Clips On-line applets (See Appendix B)

Typesetting tools: Facilities already present within word: Equation Editor, Symbol, Word Draw Use facilities within Excel and PowerPoint to produce dynamic interactive activities for

students to use on any computer.RECOMMANDATIONS FOR ALL READERS OR MODULE WRITERS

Remove aims in all modules; replace be in a position to with be able to It is necessary, in a module, to put what is expected of the learner, that is specific

objectives In a specific objective use one action verb; avoid verbs such us draw out, observe, do,

know, understand Some of the verbs which can be used include : calculate, define, explain, reproduce,

distinguish, recognise, name, determine, identify, describe, realise Revise the english – french translation: Some of the words have been wrongly translated

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1. MECHANICS 1 Aims (aims don’t have to appear in the structure of the module)

To enable students to: Understand physical quantities, their classification and measurements Describe one and two dimensional motions Understand the three laws of motion and apply them in solving problems Understand the concepts of work, energy, power and their interrelationship Develop skills and habits of solving problems in a well reasoned and neat manner

A: Measurement: SI Units, Error Analysis, vector and scalar quantitiesObjectives:

Students should be able to Identify the seven fundamental quantities in the SI system Measure quantities such as length, mass, current and some related derive units(one can

measure neither mass nor units ; Current is not yet couvered because we are still on the first lesson of mechanics which must be replaced by the following

Measure the length of an object Determine the mass of an object Identify types of errors Analyse the errors when measuring Distinguish between scalar and vector quantities(Differenciate between scalar and vector

quantities ) Add and subtract vectors (it is better to use the following because two verbs are never used

in one objective) Add vectors Substract vectors

Suggested ICT Methods Illustration of addition and subtraction of vectors Animation of a selection of errors when measuring

B: Motion in One Dimension (Motion in one dimension Mouvement en une dimension : Particles kinematics; s-t-, v-t, a-t graphs, average velocity (average velocity la vitesse moyenne), instantaneous velocity, variable velocity, average acceleration, instantaneous acceleration; freely falling bodies; relative velocity. Objectives:Students should be able to

Derive and use equations of linear motion(replace with the following) Establish linear motion equations Define linear motion equations Use linear motion equations to solve a problem Interpret s-t, v-t and a-t graphs of linear motion Solve problems in the kinematics of 1-D motion including free fall (it is better to use) Define parametric equations governing the free fall Calculate the relative velocity of moving bodies

Suggested ICT Methods Use Spreadsheets to plot and interpret s-t, v-t and a-t graphs

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Determine s, v, and a from plots of motion Animated demonstrations of real motion (e.g. boat crossing a river/ aeroplane in cross

wind) Animated demonstrations of real motions with the help of animations Simulations of Real motions (e.g. a boat crossing a river/an aeroplane in crosswind) Visits to simulation sites of free fall motion

C: Motion in a Plane(motions in a plane Les mouvements dans un plan) : Displacement, velocity and acceleration, Projectile motion, uniform circular motion.Objectives:Students should be able to

Extend derivation and use of equations of linear motion to 2-D(the sentense does not make sense ; better use : Establish equations of two dimensional motions) ;

Solve problems in the kinematics of 2-D motion (projectile, uniform circular...) This sentense does not make sense ; replace it with : solve problems of kinematics in an index mark (o, x ,y)

Derive equations of projectile motion(Establish equations of movement of a projectile) Interpret motion in a plane as a combination of two linear motions along x and y

axes(replace with: Interpret the movement of a projectile in a plane

Suggested ICT Methods (integration of ICT) Animation of variation of trajectory with variation in angle for a fixed initial velocity(the

sentense does not make sense, better use : Animation of movement of a projectile while changing the angle of departure for an initial given velocity

Animation variation of trajectory with variation of initial velocity for a fixed angle(the sentense does not make sense, use : Animation of movement of a projectile while changing the velocity for a given angle of departure

D: Statics: Force. Equilibrium of rigid bodies, equilibrium conditions.Objectives:

Students should be able to Add and subtract forces using analytical and graphical methods (triangle, parallelogram,

component methods) (replace with Add forces using analytical methods Add forces using graphical methods (triangle, parallelogram, projection methods Substract forces using analytical methods Substract forces using graphical methods (triangle, parallelogram, projection methods) State the conditions for static equilibrium this sentense should be replaced with Determine equilibrium conditions of a solid on an horizontal plane Solve problems related to equilibrium of rigid bodies

Suggested ICT Methods See-saw animation with capability to vary both distances from fulcrum and forces acting Animation showing several forces combining in equilibrium Searching simulation sites of a solid in equilibrium

E: Particle dynamics: Newton's first law, force, Newton's second law, mass and weight, Newton's third law; applications of Newton’s laws; frictional forces(replace effort with forces) ; circular motion dynamics including conical pendulum and banked and un banked roadways(the sentense does not make sense ; replace with : the dynamics of circular motions (e.g. conical pendelum.

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.Objectives:

Students should be able to Integrate (replace with use) Newton’s 3 Laws of motion under different physical conditions Solve problems using the laws of motion(say : apply the Newton law) Derive and use equations of uniform accelerated motion (to be replaced with Use equations of rectilinear motion evenly increased) Define equations of rectilinear motion evenly increased Solve problems involving centripetal force

Suggested ICT Methods Animation of action-reaction pairs Animation variation of various motions in a circular path (write Simulation of circular

motion) Visiting simulation sites of movement involving friction force

F: Work, Energy and Power: Work done by a constant force, work done by a variable force (one dimensional and general case), kinetic energy, the work-energy theorem (this theory is non existent; thus use the kinetic energy theory); power; conservation of energy, potential energy, conservative and non-conservative forces; springs elastic potential energy; mass and energy.

Objectives:Students should be able to

Define Work in the general case(replace with define the definition of forced labour) Derive the work-energy theory and solve the related problems (replace with : State the kinetic energy theory) the work-energy theory does not exist

Apply the kinetic energy theory Specify the work of concervative and non conservative forces ( replace with : Assess the work of conservative forces Assess the work of non conservative forces Derive the work-energy theorem and solve related problems Characterise work done by conservative and non-conservative forces Relate work, energy and power

Suggested ICT Methods Illustration of energy transmission (e.g. potential and kinetic energy for mass-spring system)

better use Simulation of energy transfer (e.g. potential and kinetic energy for mass-spring system) Illustration of energy transfers e.g. PE and KE for a mass/spring system Motion on inclined planes Animation variation of trajectory with variation of initial velocity for a fixed angle

2. MECHANICS 2Aims(remove)

To enable students to: Develop understanding of linear and angular momentum Understand dynamics of rotational motion Understand gravitational interaction and its application in artificial satellite.

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Develop skills and habits of solving problems in a well reasoned and neat manner

A: Dynamics of systems of particles: Linear momentum of particle and of a system of particles, conservation of linear momentum. Impulse and linear momentum, Conservation of linear momentum in collisions and explosions; elastic and inelastic collisions; collisions in two dimensions. Centre of mass and motion about centre of mass.


Relate impulse and linear momentum Solve problems involving elastic and inelastic collisions in 1 and 2 dimensions Describe motion of centre of mass and motion about centre of mass for a system of

particles

Suggested ICT Methods ‘Air Track’ simulation experiments (with capability of varying the colliding masses and

impact parameters) Simulation/Animation to illustrate impulse (what happens during small ‘delta t’ during impact Simulation/investigation of motion about centre of mass e.g. motion of wrench in both

translation and rotational motion

B: Rotational Motion: Rotational kinematics, angular variables, relationship between linear and angular kinematics - fixed axis. Rotational dynamics, torque, angular momentum (of a particle and a system of particles), rotation inertia, rotational kinetic energy, conservation of angular momentum.


Derive and use equations describing rotational motion Relate angular and linear quantities for rotation around a fixed axis Use T=Ia to solve problems Define angular momentum and its conservation Solve problems in rotational dynamics

Suggested ICT Methods Animation of rotating bodies e.g. ballet dancers and ice skaters

C: Gravitation: The Law of Universal Gravitation, planet and satellite motion, gravitational field and potential, inertia and gravitational mass. Variation in gravitational field strength due to latitude, altitude. Motion of planets and satellites- geostationary orbits. Relative velocity. Uniform relative translational motion. The Galilean transformation.


Use Newton’s law of universal gravitation to solve problems Describe Gravitational field and potential (never use two verbs in the same obective Describe the gravitational potential Distinguish between inertial and gravitational mass(replace with Distinguish between

inactive and gravitational force) Calculate escape velocity of satellites

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Use Galilean transformation to solve problems in gravitation

Suggested ICT Methods Graphical depiction of the gravitational fields and potential for different masses Animation of free-fall, geo-stationary satellites and their use in communication and data-

gathering Animation of Galilean transformation

The following module is restructured in the part found in additional modules on page 34 of the document

3: WAVES AND OPTICS(replace with : GEOMETRICAL AND PHYSICAL OPTICS)

AimsTo enable students to understand:

The concepts of oscillations. The concept of waves and subsequent energy transfers. The concept of sound waves and its applications. The concept of geometric optics and their applications in optical instruments. The concept of wave (physical) optics and its applications in real life. Appreciate e-m spectrum.

A: Oscillations: Oscillations, simple harmonic motion (SHM), damped oscillations, forced oscillations, resonance


Define parameters for an oscillation Solve problems using equations for simple, damped and forced oscillations (replace with :

apply equations related to simple oscillations Apply equations related to damped oscillations Apply equations related to induced oscillations

Suggested ICT Methods Simulation of SHM Simulation and modelling of variables for free, damped and forced SHM

B: Waves. Types of waves. Wavelength and frequency. The speed of a travelling wave(remove travelling),. Energy and power. The principle of superposition. Interference. Standing waves. Resonance.


Distinguish wave types (transverse, longitudinal and in different media: water, air…)(distinguish between transverse and longitudinal wave)

Define and explain (give the definition of : wavelength, frequency, velocity, amplitude, period

Give the definition of wavelength

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Explain energy transfer and determine energy and power Explain effects of superposition (interference, standing waves, resonance) Solve problems using wave equation

Suggested ICT Methods Animation of variety of simple wave phenomena e.g. using ‘Crocodile Clips Physics’

C: Sound waves. Sources of sound, sound level and its units. Doppler effect.Objectives:

Students should be able to Apply wave equation to sound Describe various sources of sound and its manufacture Explain sound level and the nature of decibel scale Explain effects of relative motion between wave source and observe (remove observe in

the last objective)

Suggested ICT Methods Simulations of sound waves (remove en guise d’ondes) as longitudinal wave showing

compressions and rarefactions

D: Geometrical optics. Reflection. Refraction. Total internal reflection. Polarization. Brewster's law. Plane mirrors. Spherical mirrors. Spherical refracting surfaces. Thin lenses (replace small with thin), Optical instruments.


Explain interaction between light and interface of different surfaces (reflection, refraction, total internal reflection and critical angle, polarization and Brewster’s angle)

Know how to use a range of optical instruments including telescopes and microscopes

Suggested ICT Methods Multimedia of light CD Rom Virtual astronomer

E: Wave Optics. Dispersion. Interference. Diffraction. Multiple slit. Grating. , gratings (replace gratings with diffraction gratings because the expression is non existent),Introduction to e-m spectrum


Explain bands of e-m spectrum Explain dispersion of light to form visible spectrum Evaluate and calculate the effects of superposition of waves Evaluate the effects of wave and matter encounters (e.g. Fresnel and Fraunhoffer lines)

Suggested ICT Methods Multi media Virtual Astronomer and link to star/galaxy spectra

4 FLUID MECHANICS5 PROPERTIES OF MATTERAimsTo enable students to

Understand the concept of elastic properties of materials. Appreciate the properties of fluids and apply the concepts to a range of contexts.

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Understand the transport properties of materials.

A: Elasticity. Stress. Strain. Compressibility. Plasticity. Young's modulus. Poison ratio.


Analyse the effects of forces on materials Calculate Young’s modulus for a range of materials and predict material properties(remove

this part because two verbs should never be used in the same objective)

Suggested ICT Methods Simulate simple experiments e.g. for measuring Young’s Modulus

B: Fluids. Density pressure. Fluids at rest. Measuring pressure. Pascal's principle. Archimedes principle. Equilibrium of floating objects. Equation of continuity. Bernoulli's equation. The flow of real fluids.

Objectives:Students should be able to:( these objectives are not appropriates as all that is stated

does not have properties of liquid ; thus they should be eliminated) Describe basic properties of fluids (density, pressure) Apply the properties of fluids (Archimedes principle, Pascal’s Law) Evaluate fluid motion (Continuity, turbulence, real fluids) Use Bernoulli’s Equation

Part B is transfered to fluid mechanics section because it does not concern material property

Suggested ICT Methods Animate the effects of turbulence

C: Transport properties. Viscosity( this is not the place for this term ; put it under fluid mechanics section), Diffusion, Thermal properties (conductivity expansion), Electrical Conductivity of metals, semiconductors and alloys.


Analyse particle motion in fluids Describe relative properties of solids, liquids and gasses Evaluate the effects of heat on materials – e.g. calculate thermal expansion Calculate the effective concentration of mobile electrons in metals, alloys and

semiconductors

Suggested ICT Methods Animation/Simulation using commercial multi-media examples

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5 THERMAL PHYSICS AimsTo enable students to

Appreciate the concept of temperature and its measurement. Understand the concept of heat energy and the processes of heat transfer. Understand the properties of gases and use of P-V-T diagrams. Understand the Kinetic theory of gases. Understand and use the second law of thermodynamics. Appreciate and apply the various types of heat energy cycles.

A: Introduction, Temperature. Zeroth Law of Thermodynamics. Temperature scales.Objectives:

Students should be able to Define temperature and explain temperature scales State and explain zeroth law of thermodynamics

Suggested ICT Methods for all of THERMAL PHYISICSSimulate simple experiments and use commercial multi-media to illustrate laws of thermodynamics

B: Heat. Specific heat capacity. Heat and work. First Law of Thermodynamics. Transfer of heat. Conduction. Convection. Radiation.


Distinguish between heat and temperature(replace with distinguish between heat and temperature)

Calculate the heat content of various materials Describe the different means of heat transfer Analyse the use of heat energy State and apply First Law of thermodynamics

C: Gases Avogadro’s number. P-V diagrams. Ideal and Real gases, Adiabatic expansionObjectives:

Students should be able to Explain the relevance of Avogadro’s number Explain the properties of ideal and real gases Use ideal gas equation and P-V-T diagrams

D: Kinetic theory of gases. Mean free path. Internal energy. Specific heat constants. .Objectives:

Students should be able to Analyse the motion of gas molecules such as mean free path Calculate the energy content of gases

E: Heat Engines. Second law of thermodynamics. Carnot cycle. Efficiency. Entropy. Objectives:

Students should be able to State and apply the Second Law of thermodynamics Describe Explain what is meant by entropy Evaluate various energy cycles (e.g. Carnot cycle, Stirling engine, Refrigeration)

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6: ELECTRICITY AND MAGNETISM. 1

AIMS:To enable the students to:

Understand the origin of currents, both direct and alternating current; the function and roles of the various devices and components such as resistors, capacitors, transformers etc. in electrical circuits;

Understand, analyse and design various circuits diagrams;

A: Electric charge. Conductors & Insulators. Coulomb's Law. Electric Field (E). E due to a point charge. E due to electric dipole, line of charge, charged disk. Dipole in an electric field; potential energy torque of an electric dipole.

ObjectivesStudents should be able to:

Differentiate between conductors and insulators; Explain charging processes State Coulomb’s law and solve problems based on it; Define an electric field and calculate dipole moments, potential energy and

torque of an electric dipole; Show (replace with perform simple experiments of interaction between charged

objects

Suggested ICT Methods:Simulation of simple experiments to show electrical interaction and video-clips/DVD about the concept of electrical field, electric dipole.

B: Flux of electric field. Gauss's law and Coulomb's law. A charged isolated conductor. Gauss law: cylindrical symmetry, planar symmetry, spherical symmetry.


State, derive and use Gauss’s law to solve problems about electric field an electric potential

Suggested ICT Methods:Show video-clips/Animations to visualize the flux of electric field.

C: Electric Potential (V). Equipotential surfaces. V = V(E). V due to a point charge, electric dipole, a continuous distribution. E = E(V). An isolated conductor. Van der Graaff accelerator.

Objectives:Students should be able to:

Define an electric potential and draw equipotential surface; Calculate the potential of a point charge, and of a point charge distribution Explain the principles of a Van der Graaff generator and its applications

Suggested ICT Methods:

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Video-clips/DVD and pictures to visualize equipotential surfaces and the Van der Graaff generator.

D: Capacitance (C). Calculating the capacitance: cylindrical capacitor, a spherical capacitor, a parallel-plate capacitor. Capacitors in parallel and in series. Storing energy in an electric field. Capacitors with dielectric.


Derive the expression for calculating capacitance Explain how a capacitor stores energy in an electrical field Explain the effect of a dielectric on capacitance

Suggested ICT Methods:Video with different kind of capacitors. Simulation of simple experiments with parallel plate capacitor

E: Direct Current . Current density. Resistance Ohm's Law. Series and parallel circuits. Basic Concepts. The Schematic Diagram Kirchoff's Laws. Resistivity. Equations with Multiple unknowns Mesh Analysis Equivalent Circuits Maximum Power Transfer. Power Transfer Efficiency


Derive the equation for the current density Explain the physical basis of Ohm’s law and use Ohm’s law in solving various

problem of resistors connected in parallel and in series State and use the Kirchoff’s laws in circuit analysis Perform mesh analysis of equivalent circuits Define, derive and use expressions for maximum power transfer and maximum

power transfer efficiency

Suggested ICT Methods:Simulation of simple experiments to illustrate Ohm’s law, and to study circuits with resistors connected in parallel and in series.

F: Magnetism: Magnetic field, magnetic flux, flux and density. The magnetic force on a current-carrying wire. Moving charge in a magnetic field. The Oscilloscope. Faradays’ law and electromagnetic Induction. Torque on a current loop. The magnetic dipole. Ampere's Law. Solenoids & Toroids Current loop as a magnetic dipole. AC – Generator.


Define the terms: magnetic field, magnetic flux and flux density Explain and draw magnetic field lines associated with current carrying

conductors, and explain the principles of instruments based in it; Relate the force (F) to velocity (v), charge (q) and magnetic field (B) Explain the principles of an oscilloscope;

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State, explain and use Faraday’s law of electromagnetic induction; State, and use Ampere’s law Explain the generation of alternative current/ voltage. Demonstrate magnetic field and interaction using magnets, and current-carrying

wire, show the influence of the magnetic field by a moving charge using a oscilloscope, and demonstrate the electromagnetic induction/ Faraday’s law using simple materials.

Suggested ICT Methods:Simulation of simple experiments to visualise the magnetic field, to show the influence of the magnetic field by a moving charge, and the electromagnetic induction.

7: ELECTRICITY AND MAGNETISM 2


Understand in depth the phenomena of electricity and magnetism and their application; Understand how the two phenomena of electricity and magnetism are interrelated.

A: Alternating Current Circuits AC Circuit Elements, Circuit Equations, Sinusoidal Sources and Complex Impedance, Resonance, Power Factor, Active and Reactive Power


Identify the various AC circuit elements; Write down and apply the circuit equations; Explain and calculate impedance, and power factor.

Suggested ICT Methods: Simulation of simple experiments constructing AC Circuits.

B: AC Bridges Maxwell's Inductance Bridge Log-Log Plots and Decibels Passive RC Filters Sequential RC Filters Amplifier Model


Explain how the various AC Bridges work; Distinguish between various types of RC filters and describe how they work and

their functions

Suggested ICT Methods: Animations to show and explain the functions of AC Bridges.

C: Magnetic field (B). Discovering the electron. The Hall effect. A circulating charge. Cyclotrons and synchrotrons.


Describe the Hall effect

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Explain the use of magnetic field and circulating charges in cyclotrons and synchrotrons

Suggested ICT Methods:Video-clips/DVD about circulating charges in cyclotrons and synchrotrons

D: Inductance. Lenz's Law. Inductance. Transformers. RL circuit. Energy stored in a magnetic field. Mutual inductance.


State and explain the Lenz’s law and its applications; Explain concept of inductance, their different types; Explain the principles of a transformer; both step-up and step-down Draw RL circuit and derive the relevant equations; Explain how energy is stored in inductions, and their applications;.

Suggested ICT Methods:Simulation of simple experiments about Faraday’s and Lenz’s law, concept of inductance, and the function of transformers

E: Magnetism and matter. Magnets. Gauss's law for magnetism. Paramagnetism. Diamagnetism. Ferromagnetism.


Define and explain the terms paramagnetism, diamagnetism and ferromagnetism

Suggested ICT Methods:Animated diagrams e.g. showing magnetic domains

F: Maxwell's equations. Induced magnetic fields. Displacement currents. Solutions of Maxwell's equations.


State and derive Maxwell’s equations Solve problems involving Maxwell’s equations

Suggested ICT Methods: Simulation and Animation of the induction of magnetic field.

G: Electromagnetic waves. Polarization. Energy transport and the Poynting vector Radiation pressure.

Objectives:

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Students should be able to Define and explain polarization; Explain energy transport by electromagnetic waves; Discuss Poynting vector and its applications; Define and explain the concept of radiation pressure

Suggested ICT Methods:Animations of polarization.

8: ATOMIC PHYSICS


Understand the development of atomic theories Solve problems related to emission and absorption spectra of atoms Describe production of x-rays and their interaction with matter

A: Atomic models Dalton’s, Thompson’s models of the atom. Rutherford’s alpha-scattering experiment. Rutherford model. Bohr model. Bohr’s postulates. Quantum numbers and Pauli exclusion principle.


Describe the characteristics of Dalton and Thomson atomic models Solve problems related to the alpha-scattering experiment Solve problems using Bohr’s postulates

Suggested ICT Methods Animation/Simulation of Rutherford’s alpha scattering experiment Animation of Dalton, Thompson Rutherford and Bohr Models

B: Electrical discharges Discovery of Cathode Rays. Cathode Ray Tube ‘glows’ with variation in pressure. Properties of cathode rays. Quantisation of charge (Millikan’s oil drop experiment), charge-to-mass ratio of electrons.


Explain the discharge phenomena under different pressures Put forward evidence that cathode rays are electrons Describe the setting and purpose of Millikan’s oil drop experiment

Suggested ICT Methods Simulation of electric discharge Simulation of Millikan’s Oil drop experiment

C: Atomic Spectra Angular Momentum coupling Schemes, Vector model of an atom, Zeeman effect Fine structure of hydrogen spectrum. Emission and absorption spectra. Mosley’s Law.


Use the vector model of atom to solve problems and explain properties Explain the fine structure of spectra

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Solve problems using Mosley’s Law

Suggested ICT Methods Animated vector model of an atom Fine structure images of most common elements (coloured lines)

D: X-Rays, Production, property and characteristics of X-ray spectra X-Ray diffraction. Bragg equation and crystal Spectrometer Atomic X-ray spectra of elements.


Explain the atomic origin of X-rays Distinguish characteristic X-Rays from Bremstrahlung radiation Use Bragg’s rule to solve problems

Suggested ICT Methods Simulation of electron transitions and X-Ray production Simulated Crystal spectrometer

9: NUCLEAR PHYSICS


Understand the basic properties of nuclei and the atomic nucleus Describe radioactivity and related phenomena Explain the various interactions of nuclear radiation with matter Understand nuclear interactions and elementary particles involved in the interactions

A: Basic properties of the atomic nucleus. Nuclear constituents. Isotopes, Nuclear binding energy, nuclear stability, mass and isotopic abundance, nuclear models.


Identify constituents of the atomic nucleus and their collective properties. Describe mass defect Relate neutron: proton ratio to stability Describe the shell and liquid drop models of the nucleus

Suggested ICT Methods 3-D illustration of isotopes Stability curve N vs. P and the distribution of isotopes along the curve Animated nuclear models

B: Radioactivity. Its discovery, alpha, beta and gamma radiation. Laws of radioactive disintegration. Natural radioactivity (series and non series) radioactive equilibrium, applications of radioactivity.


Describe radiations from the nucleus Use radioactivity disintegration laws to solve problems Identify and decide the type of equilibrium for a given series decay Apply the radioactivity law (half life) in carbon dating

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Suggested ICT Methods Graphical simulation of the decay process Graphical representation of the equilibrium process Graphical representation of the carbon dating procedure (with modelling of different

parameters)

C: Interaction of radiation with matter. Interaction of heavy and light charged particles with matter. Interaction of photons with matter. Interaction cross-sections and interaction coefficients. Nuclear radiation detectors.


Describe interaction of light charged particles and heavy charged particles with matter Identify and describe the four major interactions of photons with matter Use cross sections and coefficients of interaction to solve problems Describe gas filled, scintillation and semiconductor detectors (construction, principle and

use)

Suggested ICT Methods Simulated interaction of radiations with constituent particles of matter Simulated detection process for gas, scintillation and semiconductor detectors

D: Nuclear forces and elementary particles. Fundamental interactions in nature. Yukawa’s theory of nuclear force. Survey of elementary particles.


Identify fundamental interactions in nature Explain Yukawa’s theory of nuclear force Identify elementary particles and describe their role in the process of interaction

Suggested ICT Methods Simulation of the exchange of mesons between nucleons Tracks (clips an still photographs) of elementary particles as seen by photographic

emulsions

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10: MATHEMATICAL PHYSICS 1

AIMS:To provide students with basic mathematical skills needed to study physics

A: Analysis Limits. Continuity. Differentiability. Maxima and minima. Indefinite integrals. The definite Riemann integral. Evaluation of integrals. Improper integrals.


Determine limits of functions Determine conditions for continuity, differentiability, maxima and minima of functions Evaluate various integrals (Riemann, improper integrals, indefinite integrals)

Suggested ICT Methods throughout this module Analysis and modelling throughout this module using ‘Mathematica’.

B: Series. Infinite series. Tests of convergence. Power series. Taylor and Maclauren series. Maclauren’s series for elementary particles.


Solve problems involving series (Taylor, Maclauren,)

C: Differentiation Partial differentiation. Functions of functions. Total derivatives.Objectives:

Students should be able to Differentiate a function partially and totally

D: Integration Evaluation of line integrals. Closed curves. Independence of path. Properties and examples of double integrals. Green’s theorem. Coordinate systems.


Evaluate integrals involving 1 and 2 dimensions

E: Numerical methods The gamma function. Stirling’s formula. Numerical integration. Simpson’s rule. Fourier series. Theorems and examples


Evaluate integrals using numerical methods (Iterative, Stirling’s, Simpson’s) Apply the Fourier series

F: Linear algebra. Determinants. Properties and evaluation. Use in solving linear equations. Matrices. Definitions and algebra, special types and uses of matrices.


Solve system of linear equations

11: MATHEMATICAL PHYSICS 2AIMS:To enable the students to:

Understand and apply vector concepts in physics

A: Vector Algebra Unit Vectors, Scalar fields, Vector fields.

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Define scalar fields, unit vectors and vector fields

Suggested ICT Methods throughout this module Analysis and modelling throughout this module using ‘Mathematica

B: The Dot and Cross Product Dot or scalar products, cross or vector products, triple products.


Define scalar and vector products and apply them to physical situations

C: Gradient, Divergence and Curl The Vector differential operator del, Gradient, Divergence, Curl, Formulae involving del, Invariance.


Define and apply the concepts of gradient, divergence and Curl.

D: Vector Differentiation Ordinary derivatives of vectors, Space curves, Differentiation formulae, Partial derivatives of vectors, Differentials of vectors, Differential geometry, Mechanics.


Apply vector differentiation quantities in various physical situations.

E: Vector Integration Ordinary integrals of vectors, Line integrals, Surface integrals, Volume integrals.


Apply vector integration to vector quantities in various physical situations

F: The Divergence Theorem, Stokes’ Theorem, and Related Integral Theorems The Divergence theorem of Gauss, Stokes’ theorem Green’s theorem in the plane, Related integral theorems, Integral form of del.


State and apply Gauss, Stokes and Green’s theorems.

G: Application of Vectors. Waves, Maxwell’s equations, Spectrum electromagnetic waves in various media. Wave equation, Poynting vector, Impedance dispersion, Conductor, Dielectric, Skin depth, Reflection, Transmission of electromagnetic waves at a Boundary: normal incidence oblique incidence and Fresnel’s Equation for dielectrics.


Apply vector analysis to a variety of natural phenomena

12: QUANTUM MECHANICS

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AimsTo enable students to understand:

Experimental evidences that lead to the quantum hypothesis. The basics of quantum mechanics and its applications in describing observations at

the microscopic level

A: The origin of quantum theory. Black body radiation, photoelectric effect. Atomic models (Hydrogen spectrum) Quantum effects: Compton, De Broglie hypothesis Davisson-Germer experiment. Heisenburg’s uncertainty principle. Bohr’s correspondence principle. Duality of nature:The De Broglie equation .


Explain the Weins displacement law and ultra-violet catastrophe Use particle theory of light to describe photoelectric effect. Identify experimental evidence in favour of particle nature of light. Explain wave-particle duality.

Suggested use of ICT Double slit experimental simulation for electrons Simulation of the photoelectric effect

B: The wave function. Wave function and probability amplitude. Schrödinger equation for a free particle in a box. Energy eigen function. Eigen values.


Use the wave function and describe state Interpret probability density as likelihood of presence at a fixed point Describe the state of a free particle in a box

Suggested use of ICT Simulation of wave function associated with a particle Model probability density graph as a function of particle position

C: Linear operators. Operators and observables. Representation of the state of a system by a function. Hamilton operator. Postulates of quantum mechanics: (The eigen value problem. Schrödinger equation. Hydrogen and hydrogen-like atoms. Born interpretation of the wave function)


Represent a state of a system by a wave function Use operators to extract information from a wave function Solve problems for hydrogen and hydrogen-like atoms

Suggested use of ICT Graphic representation s e.g. of 1 and 2-body problems, Tunnelling of the wave

function

13: SOLID STATE PHYSICS

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AIMS:To enable the students to understand the: – mechanical, thermal, electrical and optical behaviour of solids from a fundamental point of view.

A: Introduction to solid state Physics. Review of atomic structure Crystalline, Polycrystalline and Amorphous solids. X-Ray diffraction, Bragg’s law and applications.


Explain the atomic structure; Describe the various atomic bonds; Distinguish between (replace with distinguish between crystalline and

amorphous solids, crystalline, polycrystalline and amorphous solids, and explain how X-ray diffraction is used in this regard

Suggested ICT Methods:Video-clips showing different models of atomic structure, crystalline and amorphous.Animations about X-ray diffraction.

B Crystal defects and mechanical properties. Vacancies, Interstitials, Dislocations, Mechanical properties.


Explain the concept of crystal defects Relate crystal defects to some observed mechanical properties and other

properties.

Suggested ICT Methods:Animations

C Thermal and electrical properties. Heat capacity: classical model, Einstein model, and Debye model. Electrical conductivity and thermal conductivity. The free electron theory.


Define heat capacity, and explain variation of heat capacity with temperature based on the classical, Einstein and Debye models;

Use free electron theory to explain high thermal and electrical conductivities of metals;

Derive and apply the Weidermann – Frantz law.

Suggested ICT Methods:Text links to online library

D Band Theory. Metals, Semiconductors (intrinsic and extrinsic). Insulators


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Describe the band theory Explain the difference between conductors, semiconductors and insulators; Explain the difference between intrinsic and extrinsic semiconductors – the role

of doping.

Suggested ICT Methods: Text links to online library

E: Optical Properties. Absorption, Reflectivity, Transmissivity.


Explain, based on the interaction of electromagnetic waves (light) and materials: - Absorption, Reflectivity and Transmissivity.

Suggested ICT Methods:Text links to online library

14: ELECTRONICSAIMS:To enable the students to appreciate and apply basic electronic concepts and circuits.

A: Diode Circuits Review Energy band theory, The PN Junction and the Diode Effect, Circuit, Applications of Ordinary Diodes


Explain charge carrier generation intrinsic and extrinsic semi-conductors Explain formation and application of a P-N junction Design and analyse diode circuits (e.g. power supply circuits)

Suggested ICT Methods throughout this module Simulations and modelling throughout this module using crocodile clips

B: Transistor Circuits Bipolar Junction Transistor (BJT) Common Emitter Amplifier, Common Collector Amplifier, Common Base Amplifier. The Junction Field Effect Transistor (JFET), JFET Common Source Amplifier, JFET Common Drain Amplifier. The Insulated-Gate Field Effect Transistor. Power MOSFET Circuits. Multiple Transistor Circuits


Explain how a Bipolar Junction Transistor(BJT) works Design and analyse basic BJT circuits in various configurations (CE, CC, CB) Explain how a Junction Field Effect Transistor(JFET) works(some theory) Design and analyse JFET circuits in both configurations (CD, CS) Explain how a MOSFET works (theory) Design and analyse MOSFET circuits

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C: Operational Amplifiers Open-Loop Amplifiers, Ideal Amplifier, Approximation Analysis, Open-Loop Gain


Explain the construction of the operational amplifier Design, analyse and synthesize operational amplifier circuits

D: Digital Circuits Number Systems, Boolean Algebra, Logic Gates, Combinational Logic. Multiplexers and Decoders. Schmitt Trigger, Two-State Storage Elements, Latches and Un-Clocked Flip-Flops. Clocked Flip-Flops, Dynamically clocked Flip-Flops, One-Shot Registers


Manipulate numbers in various bases (2,8,10,16) Apply Boolean algebra in design of logic circuits Design, analyse and synthesize logic circuits (multiplexer, decoders, Schmitt triggers, flip-

flops, registers)

E: Data Acquisition and Process Control Transducers, Signal Conditioning Circuits, Oscillators, Analogue-to-Digital Conversion


Explain the operation of a transducer in various modes (strain, light, piezo, temp) Explain and apply transducer signal conditioning processes Apply conditioned signal in digital form

F: Computers and Device Interconnection Elements of the Microcomputer 8-, 16- or 32- Bit Buses


Explain the systems level components of a microprocessor

STRUCTURING OF ADDITIONAL MODULES.

TITLE : FLUID MECHANICS

spécific objectives (list not exhaustive) The student teacher should be able to;

Define units of pressure Define atmospheric pressure Define Archimedes’ theory Measure pressure which a body exerts on a body of a given surface Measure pressure of a body in a liquid

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Use the Bernoulli equation.

Pre-test: the writer proposes: Multiple choice questions, matching questions, questions for filling in the blanks (to complete the statement), and true and false type of questions in order to evaluate all the specified learning objectives. Entrance test: the writer proposes: Multiple choice questions, matching questions, questions for filling in the blanks (to complete the statement), true and false type of questions in order to establish if the learners have the prerequisite knowledge to follow the moduleModule presentation: the writer should have included an introduction so as to highlight the importance of this module both in educational and environmental curricula

Content: titles and subtitles of the module, which should be internally coherent. Once on line, each title and subtitle of the module should constitute a link leading to the adapted content. Content Introduction to fluid mechanicsPresentation of the basics of fluid mechanics with emphasis on motion and dynamics of fluids. Dynamics of non pasty fluids.

Definition of major characteristics; pressure in stagnant fluid; pressure force; pressurelised surface ; Viscosity coefficient ; atmospheric pressureEquation of the fluid state; stability of fluid; Archimede theory and flotting bodies. Outflow motions of a fluid.Description of motion in a fluid; Preservation of mass. Mass flow; Different kinds of outflows : stagnant fluids, irreducible, non rotative, form of non pasty fluids Euler equation and Bernoulli theory.Pressure, Measurement of pressure, Pascal principle, Continuity equation, Flow of pure liquid.

Learning activities: It is the totality of the knowledge of performance activities which the writer expects of the learner (exercises on the content…………….)Learning aids: The writer should provide to the learner a number of resources to be consulted and which are relevant to the content of the module: URL addresses of simulation site (for example: falling bodies in liquid of different viscosity), links to glossary, means for going beyond (in order to have more profound information on fluids, or on certain concepts… Post-test is a form of summative evaluation, which must establish if the learner has mastered the stated objectives of the module. It is after this post-test that the learner will be given remedial exercises (if he/she does not pass the test) or another module if his/her performance in the test is satisfactory.

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TITLE: GEOMETRICAL AND PHYSICAL OPTICS

Module I : GEOMETRICAL OPTICS:Specific objectives

State the basic principles of geometrical optics Explain the interaction between light and the interface of different surfaces (reflexion,

refraction, total internal reflexion and critical angle, polarization and Brewster angle) Apply Descartes law Use some optical tools and especially telescopes and microscopes Describe the motion of the light rays through an optical system Determine the position of the image of an object Determine the size of the image of an object

Pre-testEntrance testPresentation of the moduleOutlineContentReflexion, refraction,Total internal reflexion, Polarisation, the Brewster law, plane mirrors, spherical mirrors,Spherical surfaces of the refraction,Thin lenses, Endoscopic instruments Learning activities ………………Learning aids…………………...Post-test

Module II : PHYSICAL OPTICS Specific objectives

Identify different kinds of waves Identify interferences by means of frond divisions Identify interferences by means of amplitude divisions Identify constructive interferences Identify destructive interferences Explain the transmission of energy and determine the energy and power Explain the effect of superposition (interference, stationary waves, resonance) Solve problems using the waves equation.

Pre-test …………………………Entrance test…………………Presentation of the moduleOutlineContentDifferent types of waves, wavelength and frequencies, wave velocity, energy and power, major superposition, interference, stationary wave, resonance

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The wave concept and the transmission of energy direved from therein. The concept of acoustic waves and its applicationThe concept of geometrical optics and its application to endoscopic instruments The conept of wave optics (physics) and its application in daily lifeThe appreciated e-m spectrum The dispersion, interference, difraction, multiple slits, gratings, Introduction to e-m spectrum.The oscillations, simple harmonic motion (SHM), sustained oscillations, induced oscillations, resonanceLearning activities……………………….Learning aids: visit to simulation site. Using Crocodile software Clips Physics to simulate a variety of waves……Pos-test :evaluation which must be in conformity with the stated objectives;Multiple choice questions are necessary; matching-type questions; fill-in gaps questions

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RESTRICTED RELATIVITY

Specific objectives Stating Einstein theory Applying the Lorentz transformations Determining the momentum of a moving object Determining the relative energy of an object

Pre-test …………………………

Entrance test…………………

Module presentationOutline

ContentIntroduction Effects of Einstein theory – The Doppler Effet – Lorentz transformations –Momentum and relative energy – Mass and bonding energy Learning Activities ………………….Learning aids : integration of ICT (visit to simulation site……….)Post-test : evaluation which is consistent with the stated objectives : multiple choice questions ; matching questions, fill-in gaps questions……………….

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PHYSICAL STATISTICS

Specifics Objectives Specifying system statements Determining available data of a system Establishing the relationship between available data and statistical entropy Determining the functions of different parts of a gun

Pre-testEntrance testModule presentation : introductionOutlineContent Introducing the concept and methods of physical statistics for the study of microscopic systems (moving from microscopics to macroscopics)

Showing students some applications of physical statistics Overall content (equilibrium, changes in equilibrium, features of equilibrium, heat and temperature).Description of particle systems (specification of system statements, phase space, quantitative data, available data, statistical data, statistical theories, calculation of probabilities).Statistical Thermodynamics (Entropy, absolute temperature, generalised force).Thermal relay switch and dispersion systems (Boltzmann and Gibbs factors, partition and connection functions with thermodynimics).Classical physical statistics and some applications : ideal gas, validity of classical approximation, equipartition theory, harmonic oscillator at high temperature. Maxwell Boltzmann, Bose Einstein and Fremi-Dirac statistics. Some applications : photons, conduction electrons in metals, poly-atomic molecules, equilibrium between different phases or between different chemical species, mass action law Learning activities Learning aids : visit to simulation sitesPost-test : : evaluation which is consistent with: multiple choice questions ; matching questions, fill-in gaps questions ……

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CONCEPTS OF GENERAL EDUCATIONLearning objectives Stating correctly a specific objective Stating correctly an operational objective Identifying from a given set of statements those which refer to skills Stating the three instruction models …………………………………..

Pre-test …………………………

Entrance test…………………

Module presentationOutline

ContentInstructional objectives :

definition formulationGeneral objectivesOperational objectivesSpecific objectives

Learning theoriesTransitive modelBehaviorismSocial constructivismConstructivism

Instructional approachesPreconeption based approaches Exprience based approaches Problem situation based approaches Skills based approaches

Learning activities………………….Learning aids : See Astolfi J.P (199…) School for learning; Orher sites related to the concept : Education ………….) Post-test…………………………………….

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APPENDIX A

Indicative Hands-on Practical Activities

1. Mechanics 1

Parallelogram and Triangle of ForcesObjectiveTo verify the parallelogram and triangle theorems

The Simple PendulumObjectiveTo determine the acceleration due to gravity using a simple pendulum

Determination of “g” using a steel ball suspended from a solenoid magnet powered via a clock timer

ObjectiveTo determine “g”

Variable InertiaObjectives

o To see that the angular acceleration of a rotating system is proportional to the applied torque

o To see that the moment of inertia of a system varies with the square of distance of the rotating mass from the centre of mass

MeasurementsObjectivesUse measuring devices like meter rule, Vernier calliper, micro-screw gaugeState the error associated in using with various measuring devices

2. Mechanics 2

o “Air Tack” experimentObjectiveTo determine conservation laws during elastic and in-elastic collisions

9 Nuclear Physics

RadioactivityObjectives

To determine the random nature of radioactive decayTo determine the half life of a radioactive sample

Radiation InteractionObjectives

To determine the absorption coefficient of different materialsTo deduce the experimental absorption of gamma rays.

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APPENDIX B

Physics simulations and applets

http://www.hazelwood.k12.mo.us/~grichert/sciweb/applets.html This page is a collection of links to sites on the web that have computerized simulations of physics principles.

http://www.infoline.ru/g23/5495/Physics/English/waves.htm Animations for Waves, Optics, Mechanics and thermodynamics.

http://www.infoline.ru/g23/5495/index.htm Computer animations of the physical processes with theoretical explanations.

http://jas.eng.buffalo.edu This is the semi conductor applet service web site. It includes an extensive range of applets and useful links about semi conductors.

Force and work

http://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htm

Free Fall and the Acceleration of Gravity

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5a.html

Acceleration of Gravity

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5b.html

Graphing Free Fall http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5c.html

How Fast? How Far http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5d.html

Misconception http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5e.html

Kinematic Equation http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L6c.html

Sample Problems http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L6d.html

Free Fall Lab http://www.hazelwood.k12.mo.us/~grichert/explore/dswmedia/freefall.htm

Your Weight in Space http://library.thinkquest.org/27585/lab/sim_surface.html

Galileo Law of Falling Bodies

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http://library.thinkquest.org/27585/lab/sim_surface.html

http://www.hazelwood.k12.mo.us/~grichert/explore/dswmedia/freefall.htm

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L6d.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L6c.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5e.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5d.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5c.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5b.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/U1L5a.html

http://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htm

http://jas.eng.buffalo.edu/

http://www.infoline.ru/g23/5495/index.htm

http://www.infoline.ru/g23/5495/Physics/English/waves.htm

http://www.hazelwood.k12.mo.us/~grichert/sciweb/applets.html

http://www.ac.wwu.edu/~stephan/Animation/galileo.falling.html

http://www.sciencejoywagon.com/physicszone/lesson/ These are interactive Physics lessons.

The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC of Ohio State University) has provided a link on their site to promote visits to the "Virtual Labs and Simulations" web page. http://www.enc.org/.

Virtual Labs and Simulations

"Virtual Lab" Site Preview: Visit the "OhmZone" (A Quality Shockwave Virtual Lab) Web site URL is: http://www.article19.com/shockwave/oz.htm.

Optics Bench Applet (http://www.hazelwood.k12.mo.us/~grichert/optics/intro.html) is a must.

http://www.colorado.edu/physics/2000 Physics 2000, an interactive journey through modern physics- 20th Century science and high-tech devices.

http://www.quantum-physics.polytechnique.fr More interactive simulations in quantum physics.

http://phys.educ.ksu.edu Quantum mechanics simulations.

Physics Modelling Software

Crocodile clipshttp://www.crocodile-clips.com/crocodile/technology/index.htm

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http://www.crocodile-clips.com/crocodile/technology/index.htm

http://phys.educ.ksu.edu/

http://www.quantum-physics.polytechnique.fr/

http://www.colorado.edu/physics/2000

http://www.hazelwood.k12.mo.us/~grichert/optics/intro.html

http://www.article19.com/shockwave/oz.htm

http://www.enc.org/

http://www.sciencejoywagon.com/physicszone/lesson/

http://www.ac.wwu.edu/~stephan/Animation/galileo.falling.html

Module

?

Module

Module Module Module Module

Introductory

Intermediate 14 Core Subject Knowledge Modules – some introductory, some at higher levels decided by PIsEach Module 60 hours student use (Study Hours)Aims for each module -Objectives for each topic in a moduleSuggested ICT use specific in each topic

Basic

Skills

+Physics

Examples

school

5 Modules ‘In-Service’

Pre-service & Teacher Upgrading

APPENDIX CPhysics Subject and ICTs – Module Structure

Physics teaching examples drawn into ICT ‘in-service’ Modules Teaching using ICT in school as well as basic skillsPre-service use of ICT modules too

Advanced ?

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teacher education program€¦ · web viewict in physics curriculum framework . physics for...

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